Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Phillis George
Second Advisor
George McClellan
Third Advisor
Amy Wells Dolan
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This dissertation examines the relationship between college entrance exam scores and first-year college grade point averages for first-year students enrolled at the University of Arkansas – Fort Smith. Using a three-manuscript approach, the dissertation in practice explores the predictive validity of college entrance exam scores in higher education admissions, evaluates the effectiveness of these exams in forecasting academic success, and connects leadership philosophy to data-driven decision-making in admissions policies.
Manuscript One introduces the problem of practice by situating college entrance exams within the broader context of college admissions. While entrance exams such as the ACT and SAT have traditionally been used to measure student readiness, their reliability as predictors of academic performance remains contested. Prior research suggests that high school grade point averages may be a stronger indicator of college success, raising concerns about equity and access in admissions. This manuscript establishes the study’s theoretical framework, grounded in Sternberg’s Theory of Successful Intelligence and literature related to the topic, and outlines the research questions guiding the investigation.
Manuscript Two presents the evaluation plan, detailing the methodology for evaluating the relationship between entrance exam scores and first-year grade point average. The study utilizes correlation and regression analyses to determine whether exam scores significantly predict academic performance and whether factors such as high school grade point average, coursework rigor, gender, and race influence this relationship. The findings will provide insights into the effectiveness of college entrance exams in admissions and offer recommendations for institutional policy adjustments.
Manuscript Three connects leadership philosophy to the problem of practice, emphasizing the role of emotional intelligence and adaptive leadership styles in higher education decision-making. A combination of visionary, coaching, and democratic leadership approaches is applied to foster data-driven policies that support student success. The Carnegie Project on the Education Doctorate principles guide this analysis, highlighting the ethical responsibility of educational leaders to promote equity and inclusion.
The dissertation contributes to the ongoing conversation on admissions policies, advocating for a more holistic approach to evaluating student potential. By integrating research, evaluation, and leadership insights, this study provides practical recommendations for improving admissions processes and enhancing student success at UAFS and similar institutions.
Recommended Citation
Sanson, Kaitlyn, "The Relationship Between College Entrance Exam Scores and First-Year Undergraduate Grade Point Averages at A Regional Public University: An Exploratory Analysis" (2025). Electronic Theses and Dissertations. 3379.
https://egrove.olemiss.edu/etd/3379